East Central

Low Incidence Services Coordinator

Position Purpose:
The Low Incidence Services Coordination position assists the six SCRED member districts (Chisago Lakes, North Branch, Rush City, Pine City, Hinckley-Finlayson, and East Central) in implementing a continuum of supports for students with low incidence disabilities.  Low incidence disabilities include: Moderate to Severe Autism, Deaf and Hard of Hearing, Blind or Visually Impaired, Deaf-Blind, Physically Impaired, Other Health Disabilities, Traumatic Brain Injury, Developmental Cognitive Disabilities, and Severely Multiply Impaired.

This position provides collaboration and consultation on specific student cases and overall programming, creates and facilitates high-quality professional learning opportunities for member district staff, and assists in the coordination of service delivery to ensure students are receiving effective instruction designed to meet their needs in their least restrictive environment.

Essential Duties:

• Collaboration & Consultation
  • Provide on-site coaching and support for the implementation of evidence-based instructional practices within the tertiary prevention level of a Multi-Tiered System of Supports (MTSS) framework
  • Guide staff in the creation of special education evaluation plans that equip teams to identify infants, toddlers, and students who have low incidence disabilities and their educational needs
  • Support staff in the development of IFSPs and IEPs that are designed to meet the unique communicative and functional needs of students with low incidence disabilities
  • Consult with special education staff regarding students who are not responding to academic, behavioral, or functional skill interventions
  • Promote collaboration between general education and special education staff regarding accommodations and modifications that may help students to reach their IEP goals and access the general curriculum
  • Provide expertise as part of IFSP and  IEP teams for students with significant and unique low incidence-related needs
  • Collaborate and provide consultation services regarding assistive technology and accessibility, and secondary transition
• Professional Learning
  • Engage in professional learning aligned with SCRED goals and district-specific needs to inform SCRED professional learning opportunities related to low incidence programming
  • Complete professional learning plans in collaboration with the SCRED Services Coordination Team to ensure alignment with SCRED goals and messaging across service areas
  • Facilitate professional learning using effective adult learning strategies on a variety of low incidence-related topics, including assessment, instruction, inclusion, accessibility, assistive technology, secondary transition, and program evaluation
  • Provide on-site coaching and support to enhance implementation of best practices in low incidence
• Coordination of Service Delivery
  • Provide leadership, guidance, and work direction to the SCRED Low Incidence team on a regular basis to promote continuity of service, including meeting facilitation, coordination of joint tasks, problem solving for specific student cases or programming, and professional growth opportunities
  • Facilitate the implementation of best practices in low incidence-related assessment, instruction, inclusion, accessibility, and program evaluation
  • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
  • Secure and disseminate resource materials and equipment for low incidence-related needs that can be shared across districts
  • Facilitate the distribution of Collaborative Planning funds for low incidence-related needs
  • Support teams in planning for transitions of students with low incidence disabilities between buildings (i.e., from elementary to secondary)
  • Participate and/or facilitate SCRED internal meetings and workgroups as assigned
  • Participate in the regional Development Cognitive Disability and Assistive Technology Communities of Practice
  • Assist administration in coordinating the activities of SCRED’s itinerant special education teachers and related service providers
  • Provide work direction to the administrative assistant supporting the low incidence services area

Other Duties as Assigned

• Perform other duties as assigned

School Social Worker

Position Purpose:
The School Social Worker position brings unique knowledge and skills to the school system and the student services team. School Social Workers are trained mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic, and classroom support, consultation with teachers, parents, and administrators as well as provide individual and group counseling/therapy.  School social workers are instrumental in furthering the mission of the schools, which is to provide a setting for teaching, learning, and for the attainment of competence and confidence. School social workers are hired by school districts to enhance the district’s ability to meet its academic mission, especially where home, school, and community collaboration is the key to achieving student success.

Position Location: Currently, we have one school social worker position open for the 2022-23 school year serving Pine City Elementary School.

Essential Duties:

• MTSS Implementation
  • Promote and assist in effective and efficient school-wide implementation of an MTSS framework for both academics and social emotional learning, in partnership with building administrators and teams
  • Collaborate with the county, school district, and education district to implement a screening process to promote early intervention with students at-risk for mental health problems
  • Participate in the Student Assistance Team (SAT), Problem Solving Team (PST), Student Support Team (SST) and/or other data team meetings within the building(s) of assignment
  • Collect information to identify and analyze problems and develop, implement, and evaluate intervention plans
  • Provide consultation to parents and/or teachers regarding social emotional learning and/or academic difficulties, utilizing the SCRED 5-step problem-solving model: Problem Identification, Problem Analysis, Plan Development, Plan Implementation, and Plan Evaluation
  • Assist in conducting needs assessments to support various resource allocation and/or programming decisions
• Social Emotional Learning Assessment and Services
  • Complete screenings to assist students, families and school staff in determining appropriate social emotional and/or mental health supports, both internally and through outside agencies
  • Support families in arranging for services from an outside agency and gather relevant school information to assist in evaluating the effects of treatment as requested
  • Provide direct Social Emotional Learning (SEL) services to individuals, small groups, classrooms, or school-wide, as requested
  • Provide direct counseling services to individuals or groups, as requested
  • Assist in the design and delivery of Extended School Year services for students on IEPs who have mental health needs
  • Provide SEL-related education and consultative services to school staff and families
  • Complete function-based behavior assessments (FBAs), when deemed appropriate by the Problem Solving Team or Student Support Team
  • Assist in the development of Behavior Support Plans (BSPs), in collaboration with staff to write Behavior Support Plans, and track BSPs data with integrity checks
  • Gather and organize data to assist teams in making manifestation determination, when needed
  • Plan and implement professional learning opportunities regarding SEL at SCRED and building(s)/district of assignment as requested
• Crisis Response Services
  • Facilitate crisis response procedures and participate in the school’s crisis team at the discretion of the building principal
  • Provide consultation in crisis prevention and response
  • Complete student risk assessments when necessary
  • Assist in completing student threat assessment activities when necessary
  • Provide an immediate response to students, families, and school staff in crisis situations and determine when a referral to an outside agency is needed
• School Engagement
  • Assess students’ levels of engagement/withdrawal by monitoring risk factors such as attendance, tardiness, behavioral referrals, poor academic performance, and in-school or out-of-school suspensions
  • Respond on a regular basis to students’ educational needs according to their type and level of risk for disengagement from school
  • Provide regular feedback to students and families about their overall progress in school and in relation to specific risk factors
• Other Duties as Assigned
  • Perform other duties as assigned